HLTH SC 1405 - Psychological Foundations for Allied Health

North Terrace Campus - Semester 2 - 2021

In this course students will explore a range of psychological theories and how they apply in Allied Health. This includes a focus on personality and what makes a person unique, how people work together, and what happens to a person in times of stress or illness. Students will also examine the processes that drive a person to do the things that they do and how they feel about them. The impact of culture will be explored through scenarios with linguistically and culturally diverse communities, including Aboriginal and Torres Strait Islander people.

  • General Course Information
    Course Details
    Course Code HLTH SC 1405
    Course Psychological Foundations for Allied Health
    Coordinating Unit TBS
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Restricted to Bachelor of Occupational Therapy (Honours) and Bachelor of Speech Pathology (Honours) students only
    Course Description In this course students will explore a range of psychological theories and how they apply in Allied Health. This includes a focus on personality and what makes a person unique, how people work together, and what happens to a person in times of stress or illness. Students will also examine the processes that drive a person to do the things that they do and how they feel about them. The impact of culture will be explored through scenarios with linguistically and culturally diverse communities, including Aboriginal and Torres Strait Islander people.
    Course Staff

    Course Coordinator: Lucy Farrar

    Course Coordinator: Lucy Farrar
    Phone: +61 8 8313 7206
    Email: lucy.farrar@adelaide.edu.au 
    Location Level 4, Engineering & Maths Sciences Building

    Tutor: Sally Morris
    Phone: +61 8 8313 2315
    Email: sally.morris@adelaide.edu.au 
    Location: Level 4, Engineering & Maths Sciences Building

    Tutor: Suzanne Dawson
    Phone: +61 8 8313 3688
    Email: suzanne.dawson@adelaide.edu.au 
    Location Level 4, Engineering & Maths Sciences Building
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Timetable information can be found in the MyUni website for this course.
  • Learning Outcomes
    Course Learning Outcomes
    1 Explain the principles of psychology in relation to differences in personality, emotional experience and motivation.
    2 Apply social psychology principles to scenarios relevant to Allied Health.
    3 Discuss the influence and importance of culture, including an Aboriginal view of health, in understanding human psychology principles and theories, with reference to Allied Health.
    4 Explain the relationships between mental and physical health, and the impact of health and well-being outcomes.
    5 Reflect on how psychological theories can be applied to individual experiences of health and well-being.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    2, 3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 3, 4, 5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1, 4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 5
  • Learning Resources
    Required Resources
    Psychological Science, 6th International Student Edition. Author: Michael Gazzaniga. Year: 2018. Publisher: Wiley
    Online Learning
    All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The approach to learning and teaching involves students’ progression through a series of topics addressing introductory concepts of psychological sciences applicable to the health profession, clinical practice and professional self-care. The course is designed with blended learning opportunities, allowing students to learn and apply their knowledge in a variety of platforms and settings, encouraging engagement both on and off campus. Students will be required to complete online activities available on My Uni prior to their weekly tutorial. Additionally, students will have access to recommended readings and resources, both online and through the library that support lecture and tutorial content. Lectures will provide students with content that they will be able to practice, apply and/or discuss and reflect on in their tutorials. Content will be delivered in an integrated manner, as some topics are closely linked and hence will overlap, providing a holistic learning experience.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Lectures: 12 x 2 hours = 24 hours
    Tutorials: 12 x 2 hours = 24 hours
    Examination: 1 x 2 hours = 2 hours
    Preparation for Tutorial Sessions: 2 hours per session = 24 hours
    Preparation for Assessment Tasks = 25 hours
    Weekly reading: 3 hours per week = 36 hours
    Online modules: 1.5 hours per week = 18 hours
    TOTAL = 153 hours
    Learning Activities Summary
    Module: Human Variability and Social Psychology
    • Emotion, motivation and personality
    • Attitudes and persuasion
    • Social cognition and social influence

    Module: Cultural Psychology
    • Understanding cultural differences
    • Indigenous psychologies and cross-cultural interactions

    Module: Physical and Mental Health: A Complex Relationship
    • “I’m Fine”: common mental health challenges in western society
    • Physical and psychological impacts of a caring profession and role
    • Prevalence, impact, burden: the impact on society; focus on Australian statistics

    Module: Mental Health and Disorder
    • An overview of mental health challenges and disorders.
    • The management and treatment of psychological disorders
    • Mental health across the lifespan

    Module: Practical Psychology in Allied Health Clinical Practice
    • Health psychology
    • Allied Health: what’s our role?
    • Professional self-care
    • “Red Flags”: the art of clinical interviewing and meaningful referral pathways
    Small Group Discovery Experience
    Whilst no offical SGDE will be offered in this course, there will be numerous opportunities throughout the semester to work in groups with other students.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    The assessment for Psychological Foundations for Allied Health consists of:

    Assessment Task Task Type Weighting Learning Outcome
    Examination Summative 40% 1, 2, 3, 4
    Assignment Summative 20% 1, 2, 4, 5
    Continuous Assessment Formative & Summative 40% 2, 3, 4, 5
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail
    Examination (40%): Students will complete a written examination during the University Examination period in which they will be required to complete questions in varying formats that will evaluate student understanding and growth of knowledge in the foundational concepts of psychological science.

    Assignment (20%): Group Oral Presentation: Students will be assigned to a small, inter-professional group for this task. Students will choose from a list of prescribed topics and associated questions, and present their learning to their peers through an oral presentation with appropriate visual supports where applicable. Students will be required to reference and refer to both prescribed and individually sourced readings and research papers.

    Continuous Assessment (40%):

    ASSESSMENT 1: Part A: Scientific report (20%) / Part B: Leaflet/brochure (10%) 
    Students will be required to choose a question from a list provided from which they will be required to investigate and prepare a scientific report [Part A]. They will then be required to translate this information into a short leaflet/brochure with the goal of communicating their findings with the general population [Part B]. Students will have opportunity to submit a draft for Part A for brief, formative feedback. Part A and B will be submitted together for summative assessment.

    ASSESSMENT 2: Summative Online Test: (10%)
    Students will be required to complete an online test examining knowledge and understanding of fundamental concepts of human variability. The online test will consist of a mixture of multiple choice, matching and true/false questions. The online test will be marked electronically with immediate feedback provided to students upon completion of the test. The online test will only allow a single attempt and will have a finite duration.

    Formative Assessment:

    Online Quiz: Students will have access and opportunity to complete weekly online quizzes that provide feedback and prompting.

    Tutorial Group Tasks: Students will have opportunity to complete five separate group tasks over five separate tutorial sessions; one activity for each module of learning. Students will be assigned to a small, multi-disciplinary group for these tasks at the beginning of the course and will be required to work in their assigned group for the during these group activities.
    Detailed information on assessment task submission can be found in the MyUni website for this course.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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